Teaching Lab All Partners Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 529 educators who completed the diagnostic survey, 142 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 74% 76% 2 77%
Recognition of race & culture 44% 46% 2 48%
Holding growth mindsets 62% 68% 5 75%
Having high expectations and beliefs 97% 94% -3 89%
Taking accountability for equitable instruction 95% 96% 1 92%
n = 529 n = 142 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 66% 66% 1 68%
Trust in fellow teachers 83% 78% -5 71%
Connectedness to fellow teachers 76% 75% -1 84%
Have influence over professional learning 36% 37% 1 48%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 67% 75% 8 68%
n = 424 n = 137 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 59% 64% 6 22%
ELA instructional shifts 51% 58% 7 21%
Fluency 52% 54% 1 15%
Text complexity 58% 72% 14 25%
Close reading 67% 69% 3 23%
Building knowledge 53% 59% 7 21%
Supporting students with unfinished learning 67% 71% 4 25%
n = 394 n = 91 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 60% 67% 7 46%
Math instructional shifts 53% 57% 5 41%
Equitable Math Instruction 72% 81% 9 53%
Supporting students with unfinished learning 64% 75% 11 52%
Effective Teaching Practices 55% 60% 5 40%
n = 125 n = 69 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on… 91% 83% -7 3%
Whether the lesson is focused on a high-quality text or task 89% 83% -6 3%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 79% -10 3%
Whether all students have opportunities to engage in the work of the lesson 94% 88% -6 3%
n = 105 n = 24 n = 5

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 88% 42%
The questions and tasks address the analytical thinking required by the grade-level standards 67% 17%
All students have opportunities to engage in the work of the lesson 67% 29%

1 n = 24

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 12

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"I appreciate the conversations and planning time with my
team and with others. It allows me to continue to push my
thinking."

"I enjoyed the second day more. The instructions were clearer
and the discussions were beneficial."

"I appreciate the targeted coursework and feedback that
was designed specifically for what I need right now in the
classroom."

"The small group size. It offered more time for us to really
talk and learn from each other."

"I was challenged to think about how I viewed math and in
turn how I was teaching it."

"Although internet and technology issues are often
inevitable, the entire course went well. There was a lot of
learning done within a few hours. I am so appreciative for
these boot camps."

"Getting back into it...forcing me to jump back on board with
the important mission."

"I really liked the activities we took part in (ex. tower of
hanoi), and open discussions."

"The combination of online work and the zoom meetings, pacing
of the topics made for a very well curated training that
worked very well for my learning style."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"More knowns with how many lessons we are going to teach each
week with A/B schedules"

"Maneuvering through some of the activities on the Moodle
Platform were confusing."

"It's not in our control - but the technology had all of us
in and out. Audio could be a challenge."

"Having a week off in the middle was a little confusing but I
completely understand due to HIVE and Standards."

"Faster internet and a device that did not fizzle out when
too many people were on the Zoom....chromebook hell."

"I felt that from the perspective of being a substitute
teacher, I was worried that this bootcamp would not really
make sense for me. I am very happy that I signed up for it
and if I had completed the pre work for today, it would have
improved my experience for today but the instruction was so
awesome, I did not suffer from it. I will complete it this
evening because it is so valuable to the learning from our
class today!"

"I would like to have an outside facilitator in our group
breakouts to support staying on point with task and to
answer clarifying questions about the completion of task."

"The coursework on the site had a confusing layout and was
not super easy to navigate. I often had to go back several
times to make sure I didn't skip anything."

"more breakout rooms by school site (these were SO
productive) or even a choice for how we would be split into
breakouts"

"Having the information ahead of time. It was just thrown out
there and no real time to plan."

Additional Comments
Quotes from "Do you have additional comments?"

"I would like to thank Justin, Mandi, and Nichole for their
help in regards to the assignments and the Zoom meetings!"

"I was scared I was going to hate professional development
over zoom, but after this experience and how seamless it was
I think I prefer it!"

"The instructors are so down to earth and knowledgable. They
made me feel excited to improve my math teaching!"

"Stacy really knows her content and how to pull it apart. As
the facilitator or our breakout sessions, she made me look
at it in a very different way that will be so very helpful
this year."

"enjoy our time and learningreally like this curriculum\enjoy
meeting with other teachers esp in my grade level"

"I appreciate everything that you a doing to help us do our
job effectively with teachers."

"general feedback... we had a common feeling that sometimes
there was way too much info being pushed out in one session.
And.. you keep referring to 9 days... but it honestly was a
year of working... it was much more than the 9 days we were
together, it was the work we did behind the scenes and with
our teachers over the year."

"Justin did an incredible job making people feel included
and keeping up the energy in the room even though it was
virtual. He was an inspiring presenter."

"Thank you for helping me join the group at this late date.
I felt welcomed by everyone and did not feel behind or
like I had missed out on previous sessions. The discussions
complement the efforts and PD we have had so far this year
around equity."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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